G F P P A: The Commonwealth of Massachusetts Department of Education

The Commonwealth of Massachusetts
Department of Education

350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3000

GUIDELINES

FOR

PRESERVICE PERFORMANCE ASSESSMENT

Spring 2005

Guidelines for
Preservice Performance Assessment

Table of Contents

Section Page

1. INTRODUCTION to PRESERVICE PERFORMANCE ASSESSMENT .....1
Formative and Summative Assessment. .2
Roles of Program Supervisor and Supervising Practitioner......2
Sources of Evidence.......3
Rating Scale .......3
Assessment Records ..3

2. SPONSORING ORGANIZATION RESPONSIBILITIES ......4

3. EVALUATION QUESTIONS
Section (a) Plans Curriculum and Instruction ....5-6
Section (b) Delivers Effective Instruction 7-9
Section (c) Manages Classroom Climate Operation ....10
Section (d) Promotes Equity...11
Section (e) Meets Professional Responsibilities ....12
License-specific ..1344

4. RELATED INFORMATION
Licenses Issued.....45
Practicum Hour Requirements...46
Definitions...4748

Commonwealth of Massachusetts
Department of Education

Guidelines
for
Preservice Performance Assessment

INTRODUCTION to Preservice Performance Assessment

The Professional Standards for Teachers may be found in the Regulations for Educator
Licensure and Preparation Program Approval 603 CMR 7.00, Section 7.08.
(http://www.doe.mass.edu/lawsregs/603cmr7/june03/).

Regulations: 7.08(1) The Professional Standards for Teachers define the pedagogical
and other professional knowledge and skills required for all teachers. These standards are
used by teacher preparation providers in preparing their candidates, by the Department in
reviewing programs seeking state approval, and by the Department as the basis of
performance assessments of candidates. Candidates shall demonstrate that they meet the
Professional Standards by passing a performance assessment in the practicum phase of
preparation for the Initial License.

The Regulations (Section 7.03) require programs that are approved to grant an Initial
License to assess a candidates performance in a practicum or practicum equivalent using
guidelines developed by the Department. The guidelines herein address the Professional
Standards for Teachers, and should be used by all licensure programs for the Initial
License. Program providers may add (but not substitute) additional Standards if they
deem them relevant to the license.

The practicum or practicum equivalent should be regarded as the capstone experience of
an educator preparation program. It enables teacher candidates to demonstrate
competencies acquired during the preparation program as follows: professional standards
for teachers, subject matter knowledge in the field of the license sought, and application
of the Massachusetts Curriculum Frameworks.

Formative and Summative Assessments

The Preservice Performance Assessment Form is designed for formative and summative
evaluation. Sponsoring organizations may use observation forms of their choosing for
1
formative assessments, but must use the Department of Education Preservice
Performance Assessment Form (PPA) for summative assessment of candidates.

Roles of Program Supervisor and Supervising Practitioner

Regulations: 7.04(4) A practicumor practicum equivalent must be supervised jointly by
the supervisor from the preparation program in which the candidate is enrolled and the
supervising practitioner. The supervising practitioner responsible for the larger portion of
the practicum or practicum equivalent and the program supervisor will together evaluate
the candidate on the basis of the appropriate standards. Disagreement between the
supervising practitioner and the program supervisor will be resolved by the decision of a
third person chosen jointly by them.

Supervising practitioners and program supervisors must assess teacher candidates using
the Preservice Performance Assessment Form (PPA) in conjunction with the following:

1. Evaluation questions (pp. 5-12) for Performance of the Standard(s) as listed
for each Standard
2. License-specific evaluation questions (pp. 13-44) keyed to Delivers Effective
Instruction Standard indicator (b)2c that focus on subject matter knowledge
for the field of the license sought.
3. Sources of evidence listed on page 2.

Evaluation questions for the Standards and license-specific questions are designed to
support the professional judgement of the supervising practitioner and program
supervisor. Although the questions may not apply to all fields or to all candidates within
a field, they will guide assessors in conducting a thorough review of the practiucm or
practicum equivalent.
Program Supervisor: The supervisor from the sponsoring organization, under whose
immediate supervision the candidate for licensure practices during a practicum.
Supervising Practitioner: The educator who has at least three full years of experience
under an appropriate Initial or Professional license, under whose immediate supervision
the candidate for licensure practices during a practicum. For the educator of record, a
comparably qualified educator will function as the supervising practitioner during the
practicum equivalent.

Sources of Evidence
Sources of evidence to assess a teacher candidates practicum performance may include
but are not limited to the following:
2
lesson plans
units
syllabi
Curriculum Frameworks (current edition)
assessments
portfolios (specify documents used as evidence)

examples of students work

reflective paper
observable behaviors
other sources of evidence appropriate to and accepted by the
relevant discipline.

All sources of evidence should be reasonably assessed. A key objective is reasonable
uniformity in what constitutes evidence for each Standard for each license area across all
sponsoring organizations and across all routes. Sponsoring organizations may always
add additional criteria and standards for their programs.

Preservice Performance Assessment Form (PPAF) rating scale of 1 - 3 indicates the
following:

1. Does not meet the Standard
2. Meets the Standard
3. Exceeds the Standard
NA=Not Applicable

Assessment Records:

The sponsoring organization should maintain files of the completed Preservice
Performance Assessment Form (pp. 1-6 stapled together) as a permanent record of the
candidates performance during the practicum or practicum equivalent. It is suggested
that the candidate transcripts and related documentation be included in the file. Copies
need not be sent to the Massachusetts Department of Education.

3

SPONSORING ORGANIZATION RESPONSIBILITIES

Sponsoring Organization: College, university, school district, professional association,
or other organization that provides, or seeks to provide, approved preparation programs.
Among the program approval components for sponsoring organizations seeking
Educator Preparation Program Approval (603 CMR 7.03 (2)) are:

(a3) Practicum or Practicum Equivalent

(a4) Assessment of Candidate Performance during the Practicum or
Practicum Equivalent, Using Guidelines Provided by the Department

Sponsoring organizations may demonstrate compliance with these requirements as
follows:

1. All candidates must complete a practicum or practicum equivalent in a public or
approved Chapter 766 private school setting that meets the clock hour
requirement
1
established in the Regulations [603 CMR 7.04 (4)].
2. All practica or practicum equivalents must be supervised jointly by a supervising
practitioner in the host school and a supervisor from the preparation program
2
.
3. The supervising practitioner and the program supervisor together assess the
candidate using the Preservice Performance Assessment developed by the
Department.
4. Supervising practitioners hold an appropriate Initial or Professional License, and;
program supervisors have PreK-12 teaching experience as appropriate.
5. Candidates are evaluated on their achievement of the Professional Standards for
Teachers, and the Curriculum Frameworks appropriate to the license sought.

Evidence:
Sponsoring organizations must maintain candidates advisement files, which should
include the completed and signed (by all parties) Pre-service Performance
Assessment for the practicum or practicum equivalent, candidates transcripts, and
related documents.

Supervisors assessment of candidates ability to help PreK-12 students achieve the
learning standards in the appropriate curriculum frameworks through curriculum
design, delivery, and assessment.

1
See page 46 for Practicum Hour Requirements.
2
See page 2 for roles and responsibilities, and dispute resolution procedure.
4

EVALUATION QUESTIONS

The following evaluation questions are to be used with the Preservice Performance
Assessment Form(PPAF) by the Program Supervisor and Supervising Practitioner.
Supervisors may elect to include additional evaluation questions where appropriate.

(a) Plans Curriculum and Instruction
1: Draws on content standards of the relevant curriculum frameworks to plan sequential units of
study, individual lessons, and learning activities that make learning cumulative and advance
students level of content knowledge.

Evaluation Questions:
Does documentation show evidence of activities planned as lessons in sequential units of study? (For
example, is the structure of each lesson and unit clear? Is there a focus and logic to each lesson, and
are the connections within the lessons and the transitions between lessons appropriate?)
Are specific standards in the curriculum framework noted with page number and date of publication?
Is there an explanation of why these content standards and units of study are being taught?

2: Draws on results of formal and informal assessments as well as knowledge of human development
to identify teaching strategies and learning activities appropriate to the specific discipline, age, level
of English language proficiency, and range of cognitive levels being taught.

Does documentation note what assessments have been used and how their results guided planning?
Does the planned pedagogy include a rationale grounded in research and common sense?
Does the candidate choose teaching strategies that are appropriate for the content, grade level, and
range of students being taught?
Are the learning activities described and do they provide suitable challenges for academically
advanced as well as for those whose work is below grade level?
Is there an explanation of how knowledge of human development and learning guided planning?

3: Identifies appropriate reading materials, other resources, and writing activities for promoting
further learning by the full range of students within the classroom.

Does documentation describe the reading and other resources being planned and explain which will
suitably challenge students at each level: below grade level, learning disabled, English language
learners, at grade level, and academically advanced?
Is there an explanation of the different writing activities selected for these different groups of students?

4: Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.

Does documentation list skills, concepts, and vocabulary needed for the topic being studied and for the
different groups of students in the class?

5

5: Plans lessons with clear objectives and relevant measurable outcomes.

Does documentation show the objectives for each planned lesson?
Does it describe the measurable outcomes expected?
Is there an explanation of how the expected outcomes will be measured?
Do the homework, learning activities, and assessments reflect the objectives described?
Are there suitable objectives for students who are academically advanced as well as for those whose
work is at or below grade level?

6: Draws on resources from colleagues, families, and the community to enhance learning.

Evaluation Question:
Are resources identified that may be provided by colleagues, student families, or the community?
Does the candidate explain how the resources are going to be used and why?

7: Incorporates appropriate technology and media in lesson planning.

Are the technology or media identified that will be used during the unit of study?
How and why are technology and media used to achieve the objectives of the lesson?
Are these uses appropriate for the discipline at the intended grade level?

8: Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating
students with disabilities into general education classrooms.

What information in the IEPs has been used to plan units of study?
What strategies or materials are to be used to promote the learning of students with disabilities and
why they are expected to be effective for these students in this discipline?

6
(b) Delivers Effective Instruction

1: Communicates high standards and expectations when beginning the lesson:
a. Makes learning objectives clear to the student.

How are learning objectives communicated to the student?
Are the transitions from the beginning of the lesson to the body of the lesson smooth, and clear?

b. Communicates clearly in writing and speaking.

Does the candidate communicate clearly in writing and speaking?

c. Uses engaging ways to begin a new unit of study or lesson.

What types of opening activities are used and what are the purposes (i.e., to stimulate prior knowledge,
to frame the lesson, or to motivate students)?

d. Builds on students prior knowledge and experience.

Does the candidate build on students prior knowledge and experience?

2: Communicates high standards and expectations when carrying out the lesson:
a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

Are phonemic awareness, phonics, and vocabulary skills taught and practiced separately as well as
together with comprehension skills?
Are materials provided for practice?
Are decodable texts used for practicing phonics lessons?
Are reading materials suitably challenging for students with different learning paces?
Are provisions made to develop automaticity and fluency?

b. Employs a variety of content-based and content-oriented teaching techniques, from more
teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less
teacher-directed approaches such as discussion, problem solving, cooperative learning, and
research projects (among others).

Does candidate indicate two or more teaching techniques that address the range of student skills?
Are the teaching techniques appropriate for the objectives of the lesson and for the different groups of
students?
7

c. Demonstrates adequate knowledge of and approach to the academic content of lessons.

See license-specific evaluation questions, pp.13-44.

d. Employs a variety of reading and writing strategies for addressing the learning objectives.

Are reading and writing activities included in the body of the lesson and /or in the homework?
Are students asked to describe, explain and justify their ideas?

e. Uses questioning to stimulate thinking and encourages all students to respond.

Does the candidate use probing questions to help students understand concepts?
Does the candidate address questions to all students to encourage participation?

f. Uses instructional technology appropriately.
Is the candidate knowledgeable in the use of technology?
Is there a smooth transition to and from technology use?
Do all students have access to the technology and are they given sufficient instruction in its use?
Is technology used as a tool to develop and reinforce knowledge and skills?

g. Employs appropriate sheltered English or subject matter strategies for English language
learners.

Do lesson plans include language objectives based on the Massachusetts English language arts
standards and where appropriate, the English language proficiency benchmarks?
Does the candidate adapt and explain grade level content material to make them comprehensible?
Does the candidate emphasize content vocabulary and give students regular practice in applying
content and English language knowledge?
Does the candidates speech model proper English usage when working with English language
learners?
8

3: Communicates high standards and expectations when extending and completing the lesson:
a. Assigns homework or practice that furthers student learning and checks it.

Does the candidate provide evidence of differential homework assignments or practice that further the
learning of students who are academically advanced as well as students whose work is at or below
grade level?
Are several examples of assignments included and a rationale provided for them?
Are classroom sets of examples of student homework provided?
How is student homework evaluated?

b. Provides regular and frequent feedback to students on their progress.

Does the candidate aptly summarize what students have been expected to learn at the end of the lesson
(or ask students to do so)?

c. Provides many and varied opportunities for students to achieve competence.

Does the candidate guide students to an adequate or useful conclusion to the lesson?
Does the candidate provide examples of how student work is evaluated and how that evaluation is
communicated to students?

4: Communicates high standards and expectations when evaluating student learning.
a. Accurately measures student achievement of, and progress toward, the learning objectives with a
variety of formal and informal assessments, and uses results to plan further instruction.

Has the candidate provided examples of tests written by her/him?
Are formal tests provided by the district identified?
Are examples of student response papers for teacher tests provided?
Have alternate forms of assessment (portfolios, projects, etc.) been used and copies provided?

b. Translates evaluations of student work into records that accurately convey the level of
achievement students for parents or guardians, and school personnel.

Are report cards or grades given for student learning provided?

9
(c) Manages Classroom Climate Operation
1: Creates an environment that is conducive to learning.

How has candidate created an environment that is conducive to learning? (For example, does the
candidate establish a positive atmosphere where students are encouraged to participate? Does the
candidate have good rapport with the students? Is the candidate patient with students?)

2: Creates a physical environment appropriate to range of learning activities.

Has the candidate created a physical environment appropriate to the range of learning activities?

3: Maintains appropriate standards of behavior, mutual respect, and safety.

Has the candidate maintained appropriate standards of behavior, mutual respect, and safety? (For
example, does the candidate communicate rules and procedures for classroom behavior to the
students? Is the candidate alert to student behavior at all times? Does the candidate stop
inappropriate behavior promptly and consistently? Does the candidate treat the students with respect
and is that respect returned?)

4: Manages classroom routines and procedures without loss of significant instructional time.

Does the candidate manage classroom routines and procedures without loss of significant
instructional time? (For example, does the candidate use appropriate time periods for checking
homework, for the body of the lesson, etc.? Are the materials needed for activities ready for
distribution and is the candidate organized in transitioning between activities?)

10
(d) Promotes Equity
1: Encourages all students to believe that effort is a key to achievement.

Does the candidate pay as much attention to students who are academically advanced as to those
whose work is at or below grade level?

2: Works to promote achievement by all students without exception.

Does the candidate provide opportunities for students to receive extra help outside of classtime?
Does the candidate provide more challenging work on a systematic or accelerated basis for
academically advanced students?

3: Assesses the significance of student differences in home experiences, background knowledge,
learning skills, learning pace and proficiency in the English language for learning the curriculum at
hand and uses professional judgement to determine if instructional adjustments are necessary.

Does student work reflect adjustments made? For example, what did the candidate do for students
who may require additional foundational knowledge or skills; or for students who have advanced
knowledge or skills?

4: Helps all students to understand American civic culture, its underlying ideals, founding
political principles, and political institutions and to see themselves as members of a local, state,
national, and international civic community.

Has the candidate explained what adjustments have been made for these purposes, and why?
Does the candidate address all students as unique individuals and as Americans or potential
Americans?
Does the candidate avoid identifying students as representatives of particular racial, ethnic, or
gender groups?
Does the candidate help students to see themselves and each other as American citizens? Does
candidate give special writing assignments, lessons on national symbols, songs, phrases, and Pledge of
Allegiance, or special civics lessons?

11

(e) Meets Professional Responsibilities
1: Understands his or her legal and moral responsibilities.

Does the candidate behave in a professional manner (including punctuality, confidentiality, and
carrying out all job-related responsibilities)?

2: Conveys knowledge of and enthusiasm for his/her academic discipline to students.

Is the candidate enthusiastic about his/her academic discipline during interactions with students?

3: Maintains interest in current theory, research, and developments in the academic discipline and
exercises judgment in accepting implications or findings as valid for application in classroom
practice.

Does the candidate take advantage of professional development opportunities provided by the school
during his/her teaching there?

4: Collaborates with colleagues to improve instruction, assessment, and student achievement.

Does the candidate confer with his/her cooperating practitioner and other colleagues (including other
student teachers) about improving his/her practice?

5: Works actively to involve parents in their childs academic activities and performance, and
communicates clearly with them.

Does the candidate participate in conferences with parents (under the guidance of the cooperating
practitioner) when appropriate?

6: Reflects critically upon his or her teaching experience identifies areas for further professional
development as part of a professional development plan that is linked to grade level, school, and
district goals, and is receptive to suggestions for growth.

Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice?

7: Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet
and other resources.

Does the candidate communicate appropriate use of the Internet to students whenever class activities
include Internet use?

12

License Specific Evaluation Questions

Specific evaluation questions for each license for Delivers Effective Instruction
Standard (indicator 2bc) are keyed to subject matter knowledge.

Business (p.14)
Dance (p.15)
Early Childhood (p. 16)
Elementary (p. 17)
English (p.18)
English Language Learners (p. 19)
Foreign Languages (p. 20)
Health/Family & Consumer Services (p. 21)
History (p.22)
Instructional Technology (p. 23)
Latin & Classical Humanities (p. 24)
Library (p. 25)
Mathematics (p. 26)
Middle School Humanities (pp. 27-28)
Middle School Math/Science (pp. 29-30)
Music (p. 31)
Physical Education (p. 32)
Political Science/Political Philosophy (p. 33)
Reading Specialist (p. 34)
Science(Biology, Chemistry, Earth
Science, General Science, and Physics) (p.35)
Speech (p. 36)
Teacher of Students with Moderate Disabilities (p. 37)
Teacher of Students with Severe Disabilities (p. 38)
Teacher of the Deaf and Hard of Hearing (pp. 39-40)
Teacher of the Visually Impaired (p. 41)
Technology Engineering (p. 42)
Theatre (p. 43)
Visual Arts (p. 44)

13
Business

Standard (b)2c
Demonstrates adequate knowledge of and approach to the academic
content of lessons.

License-Specific Evaluation Questions

1. Does the candidate demonstrate adequate knowledge of the principles and concepts
related to theories of business management, macroeconomics, microeconomics,
marketing and accounting?

2. Does the candidate demonstrate adequate knowledge of the particular subject matter
of the business concept that is the focus of the lesson?

3. Does the candidate use or refer to contemporary primary or secondary sources to
supplement the text?

4. Does the candidate demonstrate adequate knowledge of current technology used in
business and information systems?

5. Is the candidate able to demonstrate an interdisciplinary/integrated approach to
teaching business concepts, including entrepreneurship and human resource
management?

6. Does the candidate demonstrate the ability to discuss relevant current issues openly
without inhibiting students views? Does the candidate encourage students to offer
viewpoints that may differ from or conflict with those of the candidate?

7. Does the candidate introduce appropriate mathematical concepts into the learning
situation?

8. Does the candidate demonstrate an understanding of business law and other legal
issues affecting business?

14
Dance

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of dance technique and
choreography for the particular dance form that is the focus of the lesson?

2. Does the candidate refer to appropriate learning standards or skills in the Arts
Curriculum Framework in developing the lesson?

3. Does the candidate use knowledge of music and other accompaniments effectively
when conducting the lesson?

4. Does the candidate demonstrate knowledge of anatomy, physical development, and
safety of children and adolescents when conducting the lesson?

5. Does the candidate demonstrate adequate background knowledge of the particular
dance form that is the focus of the lesson, its historical period in dance, and well-
known dancers and choreographers associated with this form, when conducting the
lesson?

6. Does the candidate demonstrate knowledge of critical responses to that particular
form of dance when conducting the lesson?

15
Early Childhood
Teacher of Students With and Without Disabilities (PreK-2)

Standard (b)2c
content of lessons.


1. Has the candidate demonstrated adequate knowledge of the subject matter of early childhood
education i.e., early literacy, childrens literacy and the language arts, mathematics, science,
social studies, and health and physical education to plan and implement learning experiences?

2. Has the candidate demonstrated an adequate knowledge of child development to plan and
implement developmentally appropriate learning experiences?

3. Has the candidate demonstrated the ability to assess children's knowledge in the
subject areas detailed in question 1, and an ability to assess the children's level of
development in order to use the information to plan appropriate learning experiences?

4. Has the candidate demonstrated the ability to use a variety of approaches, i.e., teacher-led,
child centered, play-based, inquiry based, and constructivist based, to plan and implement
learning experiences?

5. Does the candidate provide opportunities for students to develop and practice processes of
comprehension that gradually increase complexity particularly in the areas of reading,
language arts, science and mathematics?

6. Is the candidate able to demonstrate connections across curricula through the use of thematic
lesson plans or other methods integrating subject matter content?

7. Does the candidate demonstrate knowledge of Individualized Family Service Plans
(IFSPs) as well as IEPs when delivering content instruction?

8. Is the candidate able to identify bias in curricula materials and make appropriate choices
and/or provide solutions for problematic material?

16

Elementary

Standard (b)2c
content of lessons.


1. Has the candidate demonstrated proficiency in developing learning units drawing on
the content and grade level standards contained in the Massachusetts Curriculum
Frameworks in English/Language Arts, History/Social Science, Science and
Technology, Health, Mathematics and the Arts?

2. Has the candidate demonstrated knowledge of child development (early childhood
through preadolescence) to plan appropriate learning experiences?

3. Does the candidate demonstrate knowledge of the five dimensions of reading:
phonemic awareness, phonics, fluency, vocabulary, and comprehension?

4. Has the candidate demonstrated awareness of first and second language acquisition?

5. Does the candidate use information contained in IEPs to effectively plan and assess
learning experiences for students with special needs integrated into the general
education classroom?

6. Is the candidate able to help students see connections across the curricula by
integrating subject matter in lesson planning and instruction?

7. Does the candidate demonstrate knowledge of the basic principles and concepts
related to elementary mathematics?

8. Does the candidate demonstrate knowledge of history and social science including
major developments and figures in US, Massachusetts and world history, basic
economic and geographic principles and concepts and US political principles?

9. Does the candidate demonstrate knowledge of science and technology/engineering
including the life sciences, physical sciences and major scientific and technological
discoveries and principles and procedures of scientific inquiry?

17
English

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the literary work, its genre,
literary period, and author when conducting a lesson on a particular work?

2. Does the candidate use or refer to historically contemporary primary sources to shed light on
the historical or social context for a particular work in the course of the lesson?

3. Does the candidate ensure that students understand the differences between a literary work
and an expository or persuasive work?

4. Does the candidate ensure that students have determined the meaning of what an author has
written before encouraging them to interpret or evaluate it?

5. Does the candidate require students to provide adequate evidence from a text to support their
interpretations or judgments?

6. Does the candidate help students understand the uses of the imagination and the limitations of
using personal experience to understand a literary work?

7. Has the candidate referred to appropriate learning standards and skills in the English
Language Arts Curriculum Framework in developing a lesson on a literary work?

8. Has the candidate addressed recommended authors or works in Appendix A (authors and
works reflecting our literary and civic heritage) as well as in Appendix B (chiefly
contemporary authors) in preparing lessons on literary works?

9. Does the candidate use the English language effectively in speaking and/or writing during the
lesson?

10. Does he or she demonstrate knowledge of the elements in the writing process when
conducting a composition lesson?

11. Does the candidate clarify the differences between the elements of expository writing and the
elements of literary writing when conducting a composition lesson?

12. Does the candidate make useful responses to student drafts that help students improve their
next draft?

18
English Language Learners

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of English linguistics?

2. Does the candidate demonstrate knowledge of the factors affecting second language
acquisition when organizing and managing instruction?

3. Does the candidate refer to appropriate learning standards and skills in the English
Language Proficiency Benchmarks and Outcomes and the English Language Arts
Curriculum Framework in developing a lesson?

4. Does the candidate plan lessons and units that include all four modalities: listening,
speaking, reading and writing?

5. Does the candidate demonstrate multiple approaches to sheltering content instruction
to maximize English language acquisition?

6. Does the candidate plan and give lessons on literary and expository texts appropriate
for the grade level of the students?

7. Does the candidate demonstrate knowledge of research-based practices for
developing reading skills and reading comprehension in English for English language
learners?

8. Does the candidate demonstrate knowledge of research-based practices for initial
reading instruction for English language learners?

9. Does the candidate plan and use a variety of formative assessment strategies to
regularly assess English language acquisition and comprehension?

19
Foreign Languages

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the target language when
conducting a lesson?

2. Does the candidate use or refer to primary sources from the country in which the
target language is used, in addition to the textbook, in the course of the lesson?

3. Does the candidate refer to appropriate learning standards and skills in the Foreign
Language Curriculum Framework in developing a lesson?

4. Does the candidate use the target language effectively in speaking and/or writing
during the lesson?

5. Does the candidate demonstrate knowledge of stages in second language acquisition
when conducting a lesson?

6. Does he or she demonstrate adequate knowledge of the culture, history, geography or
literature of a country in which the target language is used when conducting a lesson?

7. Does the candidate plan and give lessons on the literary and other artistic works
taught in the K-12 curriculum of the country in which the target language is used?

20
Health/Family and Consumer Sciences

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate adequate knowledge of: food and nutrition, human
growth and development, personal and community health, and dynamics of relationship
concepts when planning lessons?

2. Does the candidate have an awareness of the changing structure and diversity in families
and promote the acceptance of diversity and mutual respect?

3. Does the candidate demonstrate an interdisciplinary/ integrated approach to teaching
health/family and consumer sciences in particular in conjunction with math, sciences,
literacy and social studies?

4. Does the candidate identify appropriate learning standards and skills in the Massachusetts
Health Curriculum Framework in developing the lesson?

5. Does the candidate provide problem-based learning pedagogy when providing student
opportunities to explore and develop life skills including conflict resolution and financial
management?

6. Does the candidate promote skills for employing an informed decision-making process
necessary for maintaining a healthy lifestyle in all health/family and consumer science
topic areas?

7. Does the candidate use the most up to date accurate information evolving in health
including but not limited to nutrition, physical fitness, disease prevention and substance
abuse?

8. Does the candidate use valid criteria to evaluate the accuracy and relevance of
information used in lesson plans and student assessment?

9. Does the candidate utilize up to date technology in planning and instruction?

10. Does the candidate emphasize the importance of personal and community safety in
planning lessons?

11. Does the candidate promote student responsibility and knowledge in coverage of human
sexuality, substance abuse, violence prevention and parenting?

21
History

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate historical knowledge of the period,
event, or individual under discussion when conducting a history lesson? Does he or
she place the period, event, or individual in an appropriate historical context? Does
he or she use maps or globes when relevant to the topic?

2. Does the candidate explain how the individual, period, or event under discussion is
related to the development of our political principles or institutions, when relevant?

3. Does the candidate avoid presentism, that is, making moral judgments about past
events, behaviors, or decisions that reflect contemporary moral views, not those of the
time of the event, behavior, or decision?

4. Does the candidate avoid presenting his or her own views on social or political issues
as the correct ones and inhibiting a full range of student views? Does the candidate
encourage students to offer views that may conflict with the candidates views?

5. Does the candidate place the topic of the lesson in an international context when
relevant?

6. Does the candidate use or refer to historically contemporary primary sources in
addition to the textbook in the course of the lesson?

7. Does the candidate refer to appropriate concepts and skills as well as standards from
the History and Social Science Curriculum Framework in developing a lesson?

8. Does the candidate refer regularly to maps and globes when conducting geography
lessons?

9. Does the candidate address theories and practices in economics and government
appropriately into history lessons?

10. Does he or she adequately address causes and consequences of events?

22
Instructional Technology

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an understanding of the ethics and knowledge of the
policies of technology use in the classroom? (A)

2. Is the candidate monitoring students' safe use of technology in the classroom? (A)

3. Does the candidate provide clear instruction in the basic technology skills?
(E, M)

4. Can the candidate help students solve basic technology problems such as attaching
peripherals correctly? (A)

5. Does the candidate help students figure out how to use a computer to do research,
solve academic problems, communicate responsibly with other people at a level
commensurate with students' development? (A)

6. Does the candidate him or herself model appropriate behavior and proficiency in the
use of technology? (A)

7. Does the candidate encourage collaboration in the use of technology when
appropriate? (A)

8. Does the candidate encourage and support students' appropriate use of technology in
all subject areas, not just in the lab? (A)

E =Elementary; M=Middle, H=High School, A=All

23
Latin and Classical Humanities

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of Latin or Greek when

2. Does the candidate use or refer to historically contemporary primary sources in Latin
or Greek in addition to the textbook in the course of the lesson?

3. Does the candidate refer to appropriate learning standards in the Foreign Language

4. Does the candidate explain connections between English words and Latin or Greek
words appropriately during a lesson?

5. Does the candidate demonstrate knowledge of stages in classical language acquisition

6. Does he or she demonstrate adequate knowledge of the culture, history, geography, or
literature of ancient Greece or Rome when conducting a lesson?

24
Library

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate knowledge of the characteristics, uses, and
design of information systems, including both standard reference sources and
information retrieval, utilizing new and emerging technologies?

2. Does the candidate demonstrate knowledge of the selection, acquisition,
organization and maintenance of information resources and the appropriate
equipment for their uses?

3. Does the candidate model for students how to access, analyze, and use
information from a variety of school library resources?

4. Does the candidate encourage students to present the information and their
accumulated knowledge of a particular project in a variety of means?

5. Does the candidate demonstrate a relationship between lessons being taught
and the curriculum frameworks of the subject being taught?

6. Does the candidate provide clear evidence that lessons being taught were
planned in cooperation with classroom teacher?

7. Does the candidate provide clear evidence that their objectives being taught
are clear?

8. Does the candidate demonstrate that lessons being taught integrate the
schools library resources into the schools curriculum?

9. Does the candidate demonstrate a knowledge of and appreciation of literature
appropriate to students being taught?

10. Does the candidate demonstrate efficiency in the management and evaluation
of the school library program in support of student learning?

11. Does the candidate provide evidence of participation in professional
development activities, including research to enhance the professional
knowledge base?
25
Mathematics

Standard (b)2c
content of lessons.


1. Does the candidate appropriately balance activities for developing conceptual and
procedural learning activities to understand mathematics?

2. Does the candidate use multiple representations of concepts, verbally, pictorially and
symbolically, such as: numerals or diagrams, algebraic expressions or graphics, or
matrices that model a method for solving a system of equations to help students
develop a deeper understanding?

3. Are manipulatives and concrete representations used when appropriate?

4. Does the candidate help students to learn alternate methods of solving mathematics
problems?

5. Are students mathematical misconceptions identified and addressed?

6. Does the candidate provide a clear model of mathematical reasoning when helping
students solve mathematics problems?

7. Does the candidate know how to teach the standard algorithms for arithmetical
operations and teach them to students?

8. Does the candidate refer to the state's grade level mathematics standards to prepare a
lesson?

9. Is the candidate's explanation of mathematical concepts accurate?

10. Does the candidate provide opportunities for students to use accurate mathematical
language to talk and write about the mathematics?

26
Middle School Humanities
(Levels: 5-8)

Standard (b)2c
content of lessons.


History and Social Science
1. Does the candidate demonstrate an adequate historical knowledge of the period,
event, or individual under discussion when conducting a history lesson? Does he or
she place the period, event, or individual in an appropriate historical context? Does
he or she use maps or globes when relevant to the topic?

2. Does the candidate explain how the individual, period, or event under discussion is
related to the development of our political principles or institutions, when relevant?

3. Does the candidate avoid presentism, that is, making moral judgments about past
events, behaviors, or decisions that reflect contemporary moral views, not those of the
time of the event, behavior, or decision?

4. Does the candidate avoid presenting his or her own views on social or political issues
as the correct ones and inhibiting a full range of student views? Does the candidate
encourage students to offer views that may conflict with the candidates views?

5. Does the candidate place the topic of the lesson in an international context when
relevant?

6. Does the candidate use or refer to historically contemporary primary sources in
addition to the textbook in the course of the lesson?

Integrated Humanities
the History and Social Science Curriculum Framework or learning standards in the
English Language Arts Curriculum Framework in developing a lesson?

8. Does the candidate integrate knowledge of literature and history when conducting a
lesson?

Continued next page
27

English Language Arts
9. Does the candidate demonstrate an adequate knowledge of the literary work, its
genre, literary period, and author when conducting a lesson on a particular work?

10. Does the candidate use or refer to historically contemporary primary sources to shed
light on the historical or social context for a particular work in the course of the
lesson?

11. Does the candidate ensure that students understand the differences between a literary
work and an expository or persuasive work?

12. Does the candidate ensure that students have determined the meaning of what an
author has written before encouraging them to interpret or evaluate it?

13. Does the candidate require students to provide adequate evidence from a text to
support their interpretations or judgments?

14. Does the candidate help students understand the uses of the imagination and the
limitations of using personal experience to understand a literary work?

15. Has the candidate addressed recommended authors or works in Appendix A (authors
and works reflecting our literary and civic heritage) as well as in Appendix B (chiefly
contemporary authors) in preparing lessons on literary works?

16. Does the candidate use the English language effectively in speaking and/or writing
during the lesson?

17. Does he or she demonstrate knowledge of the elements in the writing process when
conducting a composition lesson?

18. Does the candidate clarify the differences between the elements of expository writing
and the elements of literary writing when conducting a composition lesson?

19. Does the candidate make useful responses to student drafts that help students improve
their next draft?

28
Middle School: Math/Science
(Levels: 5-8)

Standard (b)2c
content of lessons.


General Science
1. Is the candidates explanation of scientific concepts accurate?

2. Does the candidate demonstrate adequate background knowledge of the scientific
concepts and skills presented at the grade level?

3. Does the candidate refer to appropriate learning standards and skills in the Science
and Technology/Engineering Framework in developing the lesson?

4. Does the candidate discuss the mathematical skills related to the particular science
unit they are teaching?

5. Does the candidate practice and teach students safe laboratory practices as referred to
in the Science and Technology Curriculum Framework Appendix V?

6. Does the candidate model scientific reasoning in demonstrating or teaching scientific
units?

7. Does the candidate address students prior knowledge and misconceptions in science?

8. Does the candidate model a variety of methods research, including laboratory
techniques and use of computers?

9. Does the candidate encourage students to build essential scientific skills by
conducting investigations and experiments?

Mathematics
10. Does the candidate appropriately balance activities for developing conceptual and
procedural learning activities to understand mathematics?

Continued next page
29

11. Does the candidate use multiple representations of concepts, verbally, pictorially and
symbolically, such as: numerals or diagrams, algebraic expressions or graphics, or
matrices that model a method for solving a system of equations to help students
develop a deeper understanding?

12. Are manipulatives and concrete representations used when appropriate?

13. Does the candidates help students to present alternate methods of solving
mathematics problems?

14. Are possible student mathematical misconceptions identified and addressed?

15. Does the candidate provide a clear model of mathematical reasoning when helping
students solve mathematics problems?

16. Does the candidate know how to teach the standard algorithms for arithmetical
operations and teach them to students?

17. Does the candidate refer them to the state's grade level mathematics standards to
prepare a lesson?

18. Is the candidate's explanation of mathematical concepts accurate?

19. Does the candidate provide student opportunities to use accurate mathematical
language to talk and write about the mathematics?

Reading Theory, Research and Practice
20. To teach a specific skill or concept, has the candidate selected appropriate
instructional materials for students of differing reading abilities?

21. Does the candidate ensure that students have determined the meaning of the text or
word problem before encouraging students to interpret, evaluate or solve it?

30
Music

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the particular music form
that is the focus of the lesson, its historical period in music, and well-known
musicians and composers associated with that form, when conducting a lesson?

2. Does the candidate demonstrate an adequate knowledge of singing and/or
instrumental technique required for the lesson?

3. Does the candidate refer to appropriate learning standards and skills in the Arts

4. Does the candidate use knowledge of music theory effectively when conducting the
lesson?

5. Does the candidate demonstrate knowledge of physical development and safety of
children and adolescents when conducting a lesson?

6. Does he or she demonstrate knowledge of the critical responses to this music form

31
Physical Education

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the principles of health-
related fitness and nutrition?

2. Does the candidate use knowledge of motor development (growth and development)
when developing and modifying lessons?

3. Does the candidate demonstrate an adequate knowledge of the history and
foundations of physical education/kinesiology (e.g., exercise physiology,
biomechanics, psycho-social aspects of play and sport, history of physical education)?

4. Does the candidate demonstrate an adequate knowledge of movement concepts, skill
themes, and sports concepts?

5. Does the candidate demonstrate an adequate knowledge of a range of appropriate play
and sports for PreK-12 and the relevant motor skills?

6. Does the candidate demonstrate knowledge of appropriate physical and safety
limitations, legal standards, tort liability, first aid and Cardiac Pulmonary
Resuscitation (CPR) when conducting a lesson?

7. Does the candidate demonstrate an adequate knowledge of adaptations for students
with disabilities?

8. Does the candidate refer to appropriate learning standards in the Comprehensive
Health Curriculum Framework in developing a lesson?

32
Political Science/Political Philosophy

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the political philosopher,
theory, principle, procedure, or institution that is related to the topic of the lesson?

2. Does he or she demonstrate adequate knowledge of the historical and international
context for the political philosopher, theory, institution, or practice related to the topic
of the lesson?

3. Does the candidate use primary sources in political philosophy, in addition to the
textbook, in the course of the lesson?

the History and Social Science Curriculum Framework in developing a lesson?

5. Does the candidate refer regularly to maps and globes when appropriate?

6. Does the candidate demonstrate knowledge of the relevant aspects of history,
economics, and geography in lessons on political philosophy and practice?

7. Does he or she adequately address the development and evolution of the political
theories, principles, institutions, and practices underlying the U.S. Constitution and
Bill of Rights?

33
Reading Specialist

Standard (b)2c
content of lessons.


1. Does the candidate use lesson plans referring specifically to the Massachusetts English
Language Arts standards and evidence-based practices arising from Reading First references
on scientifically-based research?

2. Does the candidate demonstrates advanced knowledge of the five dimensions of reading:
phonemic awareness, phonics, fluency, vocabulary, and comprehension?

3. Does the candidate demonstrate knowledge of a variety of intensive interventions when
working with struggling readers?

4. Are the approaches used by the candidate during observations appropriate given the needs of
the students?

5. Does the candidate use an intervention specific to the needs of English language learners
when addressing these students?

6. Does the candidate use an intervention specific to students identified as in need of special
education?

7. Has the candidate selected reading instructional materials that are the most appropriate ones
for students with specific reading instructional needs (e.g. decoding multi-syllabic words,
summarizing informational text)?

8. Has the candidate selected and implemented appropriate technology-based practices to teach
specific skills during intensive interventions?

9. Does the candidate demonstrate explicit, direct instructional approaches as well as literature-
embedded approaches to skills instruction?

10. Does the candidate work on specific reading skills needed by students independently as well
as through an integrated approach?

11. Does the candidate link reading assessment data to appropriate curriculum materials and
instruction for particular learners?

12. What evidence is there that the candidate can administer a wide range of assessments and use
the data to make sound instructional decisions?

34
Science
(Levels: 5-8, 8-12)
(Biology, Chemistry, Earth Science, General Science, and Physics)

Standard (b)2c
content of lessons.


1. Is the candidates explanation of scientific concepts accurate?

2. Does the candidate demonstrate adequate background knowledge of the scientific
concepts and skills presented at the grade level?

3. Does the candidate refer to appropriate learning standards and skills in the Science
and Technology/Engineering Framework in developing the lesson?

4. Does the candidate discuss the mathematical skills related to the particular science
unit they are teaching?

5. Does the candidate practice and teach students safe laboratory practices as referred to
in the Science and Technology Curriculum Framework Appendix V?

6. Does the candidate model scientific reasoning in demonstrating or teaching scientific
units?

7. Does the candidate address students prior knowledge and misconceptions in science?

8. Does the candidate model a variety of methods research, including laboratory
techniques and use of computers?

9. Does the candidate encourage students to build essential scientific skills by
conducting investigations and experiments?

35
Speech

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate adequate knowledge of the theories of rhetoric and its
historical significance in classical, modern, and/or contemporary times?

2. Does the candidate demonstrate adequate knowledge of oratory, public argument,
debate, oral interpretation, rules of evidence, persuasive techniques, or parliamentary
procedure, including appropriate examples of each, when conducting a lesson?

3. Does the candidate demonstrate adequate knowledge of the impact of important
orations on American and world history and use primary sources when conducting a
lesson?

4. Does the candidate demonstrate adequate knowledge of how to organize, compose,
and deliver a public speech, including strategies for managing fear?

5. Does the candidate demonstrate knowledge of the anatomy of the vocal instrument,
correct breathing and voice production techniques, and the physical development and
safety of children and adolescents when conducting a lesson?

6. Is the candidate well versed in the structure of oral English, Standard English usage,
and appropriate speech in various situations?

7. Does the candidate identify appropriate learning standards and skills in the
Massachusetts Curriculum Frameworks when developing and conducting a lesson?

8. Does the candidate provide opportunities for students to achieve an effective speech
style through the integration of language, vocal expression, and bodily action?

36

Teacher of Students with Moderate Disabilities
(PreK-8; 5-12)

Standard (b)2c
content of lessons.


1. Does the candidate satisfactorily demonstrate an understanding of how the individual
students moderate disability(ies) affects progress in learning the academic content in the
general curriculum program that their non-disabled peers learn?

2. Does the candidate appropriately use the information in the IEP of students with moderate
disabilities to modify the academic content, methodology/delivery of instruction, and
performance criteria (specially designed instruction) used in the general curriculum program
that their non-disabled peers learn?

3. Does the candidate implement the specially designed instruction as required in the IEP to
help the students learn the academic content in the general curriculum program that their non-
disabled peers learn?

4. Does the candidate show a familiarity with the measurable annual goals and
objectives/benchmarks in the students IEPs?

5. Does the candidate demonstrate the ability to help the students with moderate disabilities
learn the deficit skills detailed in the measurable annual goals and objectives/benchmarks in
the students IEPs?

6. Does the candidates use of the assistive technology required in the students IEP help the
student learn the academic content in the general curriculum program that non-disabled peers
learn?

7. Does the candidates use of behavioral intervention strategies that are identified in the
students IEP help the student learn the academic content in the general curriculum program
that non-disabled peers learn?

8. Does the candidate appropriately interpret the results of formal and informal assessments of
students with moderate disabilities?

9. Does the candidate demonstrate familiarity with state and federal law in special education
while working with the supervising practitioner, students families, and agency
representatives?
37
Teacher of Students with Severe Disabilities
(All Levels)

Standard (b)2c
content of lessons.


1. Does the candidate satisfactorily demonstrate an understanding of how the individual students
severe disability(ies) affects progress in learning the academic content in the general curriculum
program that their non-disabled peers learn?

2. Does the candidate appropriately use the information in the IEP of students with severe disabilities
to modify the academic content, methodology/delivery of instruction, and performance criteria
(specially designed instruction) used in the general curriculum program?

3. Does the candidate implement the specially designed instruction as required in the IEP to help the
students learn the academic content in the general curriculum program that non-disabled peers
learn?

4. Does the candidate show familiarity with the measurable annual goals and objectives/benchmarks
in the IEP of students with severe disabilities and help these students achieve them?

5. Does the candidate satisfactorily apply knowledge of the major dimensions of reading instruction
(phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the teaching of
students with severe disabilities?

6. Does the candidates use of the augmentative communication, orthotic devices, medical
technologies, and assistive technologies required in the students IEP help the students learn the
academic content in the general curriculum program that their non-disabled peers learn?

7. Does the candidates use of the behavioral intervention strategies that are identified in the
students IEP help the students make effective progress in the school?

8. Does the candidates use of behavioral intervention strategies required in the IEPs help maintain
students with severe disabilities in the least restrictive learning environment?

9. Does the candidate make the modifications to the classroom required in the students IEPs?

10. Does the candidates modifications to the classroom help the students learn the academic content
in the general curriculum program?

11. Does the candidate appropriately interpret the results of formal and informal assessments of
students with severe disabilities?

12. Does the candidate demonstrate familiarity with state and federal law in special education while
working with the supervising practitioner, students families, and agency representatives?

38
Teacher of the Deaf and Hard of Hearing

Standard (b)2c
content of lessons.


1. Does the candidate successfully demonstrate an understanding of the theories of
language acquisition for American Sign Language (ASL) and English in hearing
and deaf and hard-of-hearing children?

2. Does the candidate satisfactorily demonstrate advanced knowledge of the
relationship between ASL and English and of the similarities and differences in
the linguistic structure of ASL and English?

3. Does the candidate satisfactorily demonstrate advanced knowledge of the benefits
and limitations of ASL, spoken English, and printed English for learning, and the
instructional strategies for using them?

4. Does the candidate satisfactorily demonstrate knowledge of how deaf people live
their daily lives and the structures of family support and services?

5. Does the candidate satisfactorily demonstrate knowledge of the similarities and
differences between hearing and deaf and hard-of-hearing students in emotional,
social and intellectual development?

6. Does the candidate prepare deaf and hard-of-hearing students for success in
classrooms ranging from general education classrooms to schools for the deaf and
hard-of-hearing?

7. Has the candidate successfully demonstrated the ability to design and/or modify
curriculum and instructional materials for students who are deaf and hard-of-
hearing?

8. Is the candidate able to modify theories of reading for hearing children while
teaching reading to children who are deaf and hard-of-hearing?

9. Does the candidate demonstrate an understanding of the general and specific
effects of hearing loss upon the production of speech and the reception of speech
and other sounds?

Continued next page
39

10. Does the candidate satisfactorily demonstrate an understanding of the general and
specific effects of visual processing and reception of a visual language and its
acquisition?

11. What evidence is there that the candidate has advanced knowledge of state-of-the-
art diagnostic instruments; procedures for testing and interpreting results?

12. What evidence is there that the candidate has advanced knowledge of the
characteristics of types of amplification equipment and their uses by teachers and
students?

13. What evidence is there that the candidate has knowledge of the medical, social,
ethical, and educational research relating to the deaf and hard-of-hearing,
including the effects of cochlear implants on language learning?

14. Does the candidate demonstrate familiarity with state and federal law in special
education while working with educators, families, and agency representatives?


16. Does the candidate appropriately use the information in the IEP of the students
who are deaf or hard-of-hearing to modify the academic content,
methodology/delivery of instruction, and performance criteria (specially designed
instruction) used in the general curriculum program?

40
Teacher of the Visually Impaired

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate advanced knowledge of the similarities and differences
between students who are visually impaired and their non-impaired peers in emotional,
social, physical, and intellectual development?

2. Does the candidate demonstrate an understanding of the anatomy and physiology of the
eye and visual abnormalities?

3. What evidence is there that the candidate can use state-of-the-art diagnostic information
when working with students that are visually impaired?

4. Does the candidate demonstrate the advanced knowledge of Grade II Braille and the
Nemeth Code necessary to effectively instruct students?

5. Does the candidates use of assistive technology, such as low-vision devices, help the
students learn the academic content in the general curriculum program?

6. Does the candidate appropriately use the information in the IEP of the students with
visual impairments to design or modify the curriculum and instructional materials used in
the general curriculum program?

7. Does the candidate demonstrate the skills used to help prepare students who are visually
impaired for success in classrooms ranging from general education classrooms to schools
for the visually impaired?

8. Does the candidate satisfactorily demonstrate their understanding of how the individual
students visual impairment affects progress in learning the academic content in the
general curriculum program?


10. Does the candidate appropriately interpret the results of formal and informal academic
assessments of students who are visually impaired?

11. Does the candidate demonstrate familiarity with state and federal law in special education
while working with the supervising practitioner, students families, and agency
representatives?
41
Technology/Engineering

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge in the areas of
communication, manufacturing, construction, power/energy and transportation
when developing lesson plans for a given curriculum?

2. Does the candidate show links to the Curriculum Frameworks in the development
of lessons and/or unit plans?

3. Does the candidate address and stress the safety issue which arise in the
implementations of the lessons?

4. Does the candidate plan for activities that are relevant to the age and maturation
of the students?

5. Does the candidate engage in strategies that take into account different learning
styles, encourage the use of critical thinking and capitalizes on the ethnic diversity
of the student population?

42
Theatre

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the theater form that is the
subject of the lesson, its historical period in theatre, and well-known actors, designers,
playwrights, and directors associated with this form, when conducting a lesson?

2. Does the candidate demonstrate an adequate knowledge of acting, directing,
scriptwriting, or design techniques during the lesson?


4. Does the candidate use knowledge of movement, visual arts, literature, and/ or music
effectively when conducting a lesson?

5. Does the candidate demonstrate knowledge of anatomy, physical development, and
safety of children and adolescents when conducting a lesson?

6. Does he or she demonstrate knowledge of critical responses to this theatre form when

43
44
Visual Arts

Standard (b)2c
content of lessons.


1. Does the candidate demonstrate an adequate knowledge of the visual art form that is
the subject of the lesson, the characteristics of its style, its historical period in visual
arts, and well-known artists and cultural institutions associated with this form, when

2. Does the candidate demonstrate an adequate knowledge of the techniques used in
painting, drawing, printmaking, photography, film, computer, or two-or three-
dimensional design during the lesson?


4. Does the candidate use knowledge of materials effectively when conducting a lesson?

5. Does the candidate demonstrate knowledge of safety in the use of materials and tools

6. Does he or she demonstrate knowledge of critical responses to this visual arts form

LICENSES

Regulations: 7.04(3). Licenses Issued. The following licenses will be issued and will be
valid for employment at the grade levels indicated:
(a) Teacher Licenses and Levels
1. Biology 5-8; 8-12
2. Business 5-12
3. Chemistry 5-8; 8-12
4. Dance All
5. Early Childhood: Teacher of Students With and PreK-2
Without Disabilities
6. Earth Science 5-8; 8-12
7. Elementary 1-6
8. English 5-8; 8-12
9. English Language Learners (after 9/1/04) PreK-6; 5-12
10. Foreign Language PreK-6; 5-12
11. General Science 1-6; 5-8
12. Health/Family and Consumer Sciences All
13. History 1-6; 5-8; 8-12
14. Instructional Technology All
15. Latin and Classical Humanities 5-12
16. Library All
17. Mathematics 1-6; 5-8; 8-12
18. Middle School: Humanities 5-8
19. Middle School: Mathematics/Science 5-8
20. Music: Vocal/Instrumental/General All
21. Physical Education PreK-8; 5-12
22. Physics 5-8; 8-12
23. Political Science 5-8; 8-12
24. Speech All
25. Teacher of Students with Moderate Disabilities PreK-8; 5-12
26. Teacher of Students with Severe Disabilities All
27. Teacher of the Deaf and Hard-of-Hearing All
28. Teacher of the Visually Impaired All
29. Technology/Engineering 5-12
30. Theater All
31. Visual Art PreK-8; 5-12
(b) Specialist Teacher Licenses and Levels
1. Academically Advanced PreK-8
2. Reading All
3. Speech, Language, and Hearing Disorders All
(c) Administrator Licenses and Levels
1. Superintendent/Assistant Superintendent All
2. School Principal/Assistant School Principal PreK-6; 5-8; 9-12
3. Supervisor/Director Dependent on Prerequisite License
4. Special Education Administrator All
5. School Business Administrator All
(d) Professional Support Personnel Licenses and Levels
1. School Guidance Counselor PreK-8; 5-12
2. School Nurse All
3. School Psychologist All
4. School Social Worker/School Adjustment Counselor All
45
PRACTICUM REQUIREMENTS

Regulations: 7.04(4). Field-based experiences are an integral component of any program
for the preparation of educators. They must begin early in the preparation program (pre-
practicum) and be integrated into the courses or seminars that address Professional
Standards for Teachers or Professional Standards for Administrators.

Practicum or Practicum Equivalent Requirements are as follows:
(a) Early Childhood: Teacher of Students With and 300 hours
Without Disabilities
(100 hours in PreK-K, 200 hours in 1-2; at least one
setting must include children with disabilities)
(b) Teacher, Grades 1-6 300 hours
(c) Teacher, Grades 5-8 150 hours
(d) Teacher, Grades 8-12 150 hours
(e) Teacher, Grades PreK-6 or PreK-8 150 hours
(f) Teacher, Grades 5-12 150 hours
(g) Teacher, All 300 hours
(150 hours at each of any two of the following levels:
PreK-6, 5-8, 8-12)
(h) Library 200 hours
(i) Teacher of Students with Moderate Disabilities *
(for PreK-8, 300 hours in an inclusive general education
setting or 75 hours in an inclusive general education
setting and 225 hours in a separate or substantially
separate setting for students with moderate disabilities;
for 5-12, 150 hours in an inclusive general education
classroom or 75 hours in an inclusive general
education classroom and 75 hours in a separate or
Substantially separate setting for students with
moderate disabilities)*
(j) Teacher of Students with Severe Disabilities 300 hours
(at least 75 hours in an inclusive general education
classroom at any level, and at least 150 hours in a
setting with students with severe disabilities; the
remaining 75 hours may be in either setting)
(k) Specialist (unless otherwise indicated) 150 hours

Please see Administrator Practicum Assessment
(l) Superintendent/Assistant Superintendent 300 hours
(m) Principal/Assistant Principal 300 hours
(n) Supervisor/Director 300 hours
(o) Special Education Administrator 300 hours
(p) School Business Administrator 300 hours

Please see individual license requirements. **
(q) Professional Support Personnel **

46

DEFINITIONS

Regulations: 7.02. As used in 603 CMR 7.00, the following terms shall have the
following meanings:

Educator Preparation Program: A program approved by the Commissioner to prepare
individuals for educator licensure.

Field-Based Experience: Experiences such as observation of a variety of classrooms, pre-
practicum, practicum/practicum equivalent, apprenticeship, or administrative internship that are
integral components of any program for the preparation of educators.

Inclusive General Education Classroom Experience: A practicum that takes place in a
classroom that serves both students with and without disabilities. The students with disabilities
must be receiving some of their Individualized Education Program services in the classroom
setting. The teacher candidate must address the individual and group needs of all of the students
(with and without disabilities) who are assigned to the classroom and receive supervision from
both a special educator and a general educator during the practicum.

Induction Program: A planned program of professional support for new teachers and
administrators provided by the school district, including orientation, opportunities for classroom
observation and conferencing, and peer group meetings. An induction program should be an
integral part of a school district's professional development plan.

Initial License: An educator license issued to a person who has completed a bachelor's degree,
passed the Massachusetts Tests for Educator Licensure, completed an educator preparation
program approved by the Commissioner, and met other eligibility requirements established by the
Board. The Initial license is valid for five years of employment and may be renewed at the
discretion of the Commissioner for an additional five years. This license is equivalent to a
provisional educator certificate with advanced standing as defined in M. G. L. c. 71, 38G.

Performance Assessment for Initial License: Assessment of educator performancefor Initial
licensure using Department guidelines.

Performance Assessment Program: A Department-sponsored Performance Assessment
Program for the Professional license that includes a series of seminars and a performance
assessment.

Practicum/Practicum Equivalent: A field-based experience within an approved program in the
role and at the level of the license sought, supervised jointly by the sponsoring organization and
the supervising practitioner, and evaluated in a Performance Assessment for Initial License. See
603 CMR 7.04 (4) for practicum hours. The duration of any equivalent to a practicum shall be no
fewer hours than provided for the practicum in 603 CMR 7.04 (4). An equivalent to a practicum
may include an apprenticeship, the initial five-month period of service as teacher or administrator
of record under a Preliminary license, or others approved by the Department.

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Preliminary License: A license issued to a person who holds a bachelor's degree and has passed
the Massachusetts Tests for Educator Licensure (MTEL) and met other eligibility requirements
established by the Board in 603 CMR 7.04 (2) and 7.09 (1). The Preliminary license is valid for
five years of employment. This license is equivalent to a provisional educator certificate as
defined in M. G. L. c. 71 38G.

Pre-practicum: Early field-based experiences in a variety of educational settings, integrated into
courses or seminars that address either the Professional Standards for Teachers as set forth in 603
CMR 7.08 or the Professional Standards for Administrators as set forth in 603 CMR 7.10. For
candidates serving an apprenticeship or employed as educator of record, these experiences may
occur simultaneously with the practicum or practicum equivalent.

Program Supervisor: The supervisor from the sponsoring organization, under whose immediate
supervision the candidate for licensure practices during a practicum.

Sponsoring Organization: College, university, school district, professional association, or other
organization that provides, or seeks to provide, approved preparation programs.

Subject Matter Knowledge Requirements: Topics from the content of a discipline or field.
These topics do not necessarily coincide with academic courses or imply a specific number of
credit hours.

Supervising Practitioner: The educator who has at least three full years of experience under an
appropriate Initial or Professional license, under whose immediate supervision the candidate for
licensure practices during a practicum. For the educator of record, a comparably qualified
educator will function as the supervising practitioner during the practicum equivalent.

G F P P A: The Commonwealth of Massachusetts Department of Education

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